Frustration and Hope: Examining Students’ Emotional Responses to Reading

A Concept Paper
Presented to the
Members of the Panel
Majorship : English

In Partial Fulfillment
of the Requirements for Language Research 1
Bachelor of Science Major in English

Regina G. Alo
BSED Eng 3 (Main Campus)
November 6 2023

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 A. Proposed Title

Frustration and Hope: Examining Students’ Emotional Responses to Reading

B. Introduction/Background of the Study (What have you read or observed that has impact on your
thinking about the topic?)

Reading is a complex activity that goes beyond simply sending information. It is a deeply personal experience that
can elicit a wide range of emotions, including joy, excitement, empathy, and introspection. Reading not only
expands our intellect but also touches the core of our emotional selves. Understanding students' emotional
responses to reading is critical because it can have a significant impact on their learning, engagement with texts,
and overall well-being. This study aims to delve into the complex landscape of students' emotional responses to
reading and their educational implications.

Reading has traditionally been associated with cognitive development, language acquisition, and academic
achievement in the educational context. While these aspects are undeniably important, the emotional dimension
of reading has received relatively little attention. The emotional connection that students form with reading
materials, on the other hand, is crucial in shaping their attitudes toward learning and the broader impact of
literature in their lives.

Recent advances in psychology, neuroscience, and education have highlighted the importance of
emotions in learning. Emotions are not simply byproducts of cognitive processes; they are a necessary
component of cognition. They have an impact on memory, attention, motivation, and decision-making.
Recognizing and harnessing students' emotional responses to reading can thus lead to more effective
and fulfilling educational experiences.

C. Research Gap (What question or problem has not been answered by any of the existing studies or
research within your field?)
The limited understanding of the role of cultural diversity in shaping these responses is one potential research gap
in the field of examining students' emotional responses to reading. While previous research has investigated how
students from various cultural backgrounds engage with literature, a more nuanced examination of how cultural
factors such as cultural values, traditions, and socio-cultural contexts influence students' emotional reactions to
reading is required.

It is critical to understand how students' cultural backgrounds influence their emotional responses to reading in
order to develop more inclusive and effective educational strategies. This research gap highlights the importance
of studies that:

1. Explore how cultural values and norms shape emotional responses to different types of literature.

2. Investigate the role of cultural storytelling traditions in students' emotional engagement with various
narrative styles.

3. Examine how cultural representation in literature affects students' emotional attachments to characters
and plotlines.

4. Compare and contrast emotional responses to reading across cultures, emphasizing both similarities and
differences.

5. Identify effective pedagogical approaches that take cultural diversity into account in order to
foster positive emotional experiences while reading.

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D. Research Theory/Theories (What theory/ies provide/s explanation, understanding and
meaningfulness to your research?)

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Several theoretical frameworks from the fields of education, psychology, and literary studies can be
used to better understand and explain students' emotional responses to reading. Here are some
theories to consider:

1.Reader-Response Theory: This literary theory, often associated with Louise Rosenblatt and Wolfgang Iser,
emphasizes that the reader constructs meaning in literature. This theory proposes that, when examining students'
emotional responses to reading, the students' unique backgrounds, experiences, and emotional states play a
critical role in how they interpret and respond to texts.

2.Affective Domain Theory: This educational theory emphasizes the affective domain of learning, which includes
attitudes, emotions, and values. It implies that emotional responses to reading are important components of the
learning process and can influence motivation, engagement, and comprehension. Using this theory, researchers
can investigate how educators can foster positive emotional experiences during reading to improve student
learning outcomes.

3.Schema Theory: Jean Piaget's and Richard C. Anderson's schema theory focuses on how readers use prior
knowledge and experiences to make sense of texts. In the context of schema theory, understanding students'
emotional responses to reading entails considering how their emotional and cognitive schemata influence
comprehension and emotional engagement with texts.

4.Social and Cultural Theories: According to Lev Vygotsky's socio-cultural perspective, social and cultural contexts
play a significant role in shaping cognitive and emotional responses. This theory can be used by researchers
studying students' emotional responses to reading to investigate how cultural norms, values, and social
interactions influence the emotional experience of reading.

5.Positive Psychology and Well-Being Theories: When investigating how reading contributes to students' emotional
well-being, positive psychology theories such as Martin Seligman's PERMA model (Positive Emotion, Engagement,
Relationships, Meaning, and Accomplishment) can be useful. Researchers can look into how reading can improve
students' positive emotions, engagement, and meaning.

6.Emotion Regulation Theories: Emotion regulation theories, such as Gross's process model of emotion regulation,
can help students understand how to control their emotions while reading. This can include looking into the
strategies students use to manage their emotional reactions to difficult or distressing content, as well as the
implications for their reading experiences and well-being.

These theoretical frameworks provide a variety of perspectives for investigating students' emotional
responses to reading from literary, psychological, and educational perspectives. Researchers can select
and combine these theories to develop a comprehensive understanding of how emotions interact with
the reading process and influence students' learning and well-being.

E. Preliminary Literature Review: (What literatures do you intend to review and why? Present at least ten
research articles)
Variable 1

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Variable 2

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Relationship between Variable 1 and Variable 2

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Difference between Groups A & B in Variable 1

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Difference between Groups A & B in Variable 2

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F. Methods/Procedures (How will you conduct the study?)

Research Design

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Research Participants

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Research Instruments
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Variable 2

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Validity and Reliability of the Instruments

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Instrument 2

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Data Collection

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Data Analysis

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G. References( Use APA 7th Edition Citation Guide)